Extending students’ mathematical thinking during whole-group discussions     

Nesrin Cengiz  Kate Kline  Theresa J. Grant 《Journal of Mathematics Teacher Education》2011,14(5):355-374

Studies show that extending students’ mathematical thinking during whole-group discussions is a challenging undertaking. To better understand what extending student thinking looks like and how teachers’ mathematical knowledge for teaching (MKT) supports teachers in their efforts to extend student thinking, the teaching of six experienced elementary school teachers was explored. During group discussions, all six teachers created opportunities for extending student thinking about important mathematical ideas and solution methods. Findings on the nature of these episodes include identification of individual instructional actions and the ways in which teachers’ MKT was connected to these actions.  相似文献   

Exercise and the Environment     

Greg Whyte  Thomas Reilly 《Journal of sports sciences》2013,31(10):884-885

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In need of review: Developing Sensory Provision in Northern Ireland’s Mainstream Primary classrooms     

Gillian J. Beck  Una O’Connor-Bones  Jackie Gracey  Greg Kelly  Glenda Walsh 《Journal of Research in Special Educational Needs》2021,21(3):268-279

The impact of Sensory Processing Difficulties across a range of Special Educational Needs is well researched. More recently, the impact on children’s mental health and well-being, linked with anxiety, depression and self-injurious behaviours, have redirected international research to consider the holistic benefits of sensory provision, for those with special educational provision and the wider classroom population. A SMART SURVEY was designed to collate empirical evidence regarding current sensory awareness and provision in mainstream primary schools throughout Northern Ireland, in a time efficient manner. Out of 809 schools, 164 (20.27%) fully completed the online survey. Findings indicate that Special Educational Needs Coordinator confidence in developing practice, supporting staff and children was limited and impaired by insufficient and inconsistent training opportunities. While healthcare research recommends provision by trained professionals, Occupational Therapy input was limited (n = 34; 24.8%), resulting in practice that could be detrimental rather than beneficial to children’s progress. Respondents identified a need for sensory training for teachers (n = 124; 93.94%) to ensure that the impact of Sensory Processing Difficulties on the holistic development of all children is understood. Pupil voice was undervalued (n = 5; 3.6%). Active involvement of children in the process of evaluation and intervention is recommended to enhance pupil autonomy and well-being.  相似文献   

Using Concept Maps to Aid Analysis of Concept Presentation in High School Computer Textbooks     

Cheng-Chih Wu  Greg C. Lee  Huang-Kuang Lai 《Education and Information Technologies》2004,9(2):185-197

In this study we use concept maps as the tool for examining concepts presented in three high school computer textbooks. All three textbooks were endorsed by Taiwan's Ministry of Education (MOE). The concepts relating to CPU was selected as a sample for analysis. Two high school computer teachers first worked independently and then together to draw concept maps for each of the textbooks. Our analysis revealed that the textbooks did not cover the important concepts appropriately and failed to address the connections between the concepts. While all three textbooks elaborated on some concepts using examples, only a few analogies were used. The study also showed that concept maps can be an effective tool for analyzing the conceptual framework of important concepts within a textbook.  相似文献   

Syllable processing in alphabetic Korean     

Simpson  Greg B.  Kang  Hyewon 《Reading and writing》2004,17(1-2):137-151

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Sentence context and meaning frequency effects in children's processing of ambiguous words     

Greg B. Simpson  Merilee A. Krueger  Hyewon Kang  Amy C. Elofson 《Journal of Research in Reading》1994,17(1):62-72

Nine- and twelve-year-old children named target words which were preceded by sentences ending in words having more than one meaning. Sentences biased the ambiguous word toward its dominant (more frequent) or subordinate (less frequent) meaning. Targets were related to the same meaning as that biased by the sentence, the other meaning, or were unrelated. Targets were presented 0, 300, or 700 ms following the sentence. For both ages, dominant sentences facilitated responses only to the contextually appropriate target. However, subordinate sentences led to facilitation of the appropriate meaning only for the younger group. Older children showed greater facilitation for the inappropriate (but more common) meaning. These results indicate that younger children are more sensitive to the sentence context in which an ambiguous word appears, while the processing of the older children is determined more by the relative frequencies of the words meanings.  相似文献   

From Opposition to Engagement: Lessons from High Achieving African American Students     

Greg Wiggan 《The Urban Review》2008,40(4):317-349

Influential research on African American students has examined their school failure in terms of students’ opposition to school achievement. Only a few studies have explored school engagement and success among these students, and even fewer have examined the experiences of high achieving black students. This study illustrates the school context and school processes that high achieving African American students identify as contributing to their academic success. The findings reveal three main school effects impacting the students’ performance: 1) teacher practices, engaging pedagogy versus disengaging pedagogy; 2) participation in extracurricular activities and; 3) the state scholarship as performance incentive. According to the students, teacher practices were the most instrumental school effect benefiting their outcomes. Recognizing the processes that promote high achievement among African American students can help to improve our understanding of student performance, while promoting success among these students. The author wishes to thank Ron DePeter and Tekla Johnson for their comments on a previous draft of this article  相似文献   

Twenty-five years of sport performance research in the Journal of Sports Sciences     

Nevill A  Atkinson G  Hughes M 《Journal of sports sciences》2008,26(4):413-426

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Career evolution and knowledge of elite coaches of swimmers with a physical disability     

Cregan K  Bloom GA  Reid G 《Research quarterly for exercise and sport》2007,78(4):339-350

In the last decade there has been an increase in empirical research on coaches of elite able-bodied athletes, while coaches of athletes with a disability have generally been overlooked. Thus, the purpose of the current study was to address this oversight by examining the career evolution and knowledge of these coaches. Six elite coaches of swimmers with a physical disability were interviewed using an unstructured, open-ended interview format. Results revealed information pertaining to the coaches' backgrounds, career evolution, and knowledge in training and competition. As well, all coaches stressed the importance of coaching their athletes as an elite swimmer as opposed to coaching a swimmer with a disability.  相似文献   

Measuring The Business Impact of E‐Learning: An Empirical Study     

Greg Wang  Robert Von Der Linn  Diane Foucar‐Szocki  Oris Griffin  Erin Sceiford 《Performance Improvement Quarterly》2003,16(3):17-30

This study fills a gap in the current HRD literature of return on investment (ROI) analysis of technology‐based learning interventions. Using a Type IV control group method as defined by Wang (2002), the study empirically analyzed and measured the learning effectiveness and the business impact of an e‐learning system implemented in General Electric Company. The e‐learning system under study demonstrated significant economic returns in regard to reduced learning response time and reduced project cycle time. The study shows that e‐learning, as a means of technology‐based HRD intervention, can be highly effective as a performance support learning mechanism, although the results also suggest that e‐learning alone is not sufficient to replace the traditional face‐to‐face learning platforms.  相似文献